Energy Generation, Transmission and Distribution Competency Model What You Need to Know

1. Energy Generation, Transmission and Distribution Competency Model What You Need to Know Webinar: May 14, 2008

2. Welcome! • Moderator/Presenter: Dana Berkheimer, Educational Consultant, Center for Energy Workforce Development (CEWD) • Presenter: Pam Frugoli, O*NET/Competency Assessment Team Lead, USDOL Employment and Training Administration

3. Today’s Goal • To share the competencies required to work in the energy industry and how they can be used by energy companies, educators and workforce investment systems

4. Who is here today? • Investor-owned, municipal and cooperative electric, gas and nuclear companies • Representatives of the Public Workforce Investment System • Workforce Investment Board (WIB) Director and/or staff member • One-Stop Career Center staff, • State WIB member and or State staff • Federal Employees

5. Learning Objectives • Define competencies and competency model and how they can be used by employers, schools and workforce systems • Describe why energy companies need to understand the competency model • Navigate the Competency Model Clearinghouse to get the most out of the information contained there

6. Energy Generation, Transmission and Distribution Competency Model • What’s the issue? • By 2012 the following job classifications will have large numbers of employees eligible to retire: • More than half of all non-nuclear power plant operators • 52% of generation technicians • 40% of line workers • 46% of engineers • Increased demand for electricity and natural gas will require new construction to be built requiring new workers • Aging infrastructure (some equipment is over 50 years old) will require upgrades

7. Energy Generation, Transmission and Distribution Competency Model • What’s the Solution? • New workers must be brought into the pipeline now, giving older, more experienced workers an opportunity to transfer knowledge and training before they move on. • To accomplish that, potential candidates must understand the work done in the industry, the skills and competencies required to perform that work and where the job opportunities are.

8. Energy Generation, Transmission and Distribution Competency Model • Solution • The Energy Generation, Transmission and Distribution Competency Model is one tool that can be used to help the industry, educational institutions, labor, One Stop Career centers and workforce investment systems understand the skills required to work in the energy industry.

9. Energy Pathways How does the Competency Model Fit in? • Lineworker • Plant Operator • Technician • Pipefitter / Pipelayer Energy Competency Model • Energy Career Cluster Map • Course of Study • Model Curriculum • Curriculum Consortiums

10. Energy Career Cluster Map Career Clusters A grouping of occupations and broad industries based on commonalities. The sixteen career clusters provide an organizing tool for schools, small learning communities, academies and magnet schools. Architecture and Construction Designing, planning, managing, building and maintaining the built environment Science, Technology, Engineering and Mathematics Planning, managing, and providing technical services Manufacturing Planning, managing, and performing the processing of materials into the intermediate or final products Clusters Engineering and Technology Manufacturing Production Process Development: Construction Design and Pre-construction Pathways Science and Math Maintenance, Installation & Repair Maintenance Operations Quality Assurance Logistics & Inventory Control Pathway

11. Energy Career Cluster Map Architecture and Construction Science, Technology, Engineering and Mathematics Manufacturing Clusters • Construction: • Boilermaker • Carpenter • Control & Valve Installers • Electrician • Electrical and electronics repairers • Insulation Worker • Iron / Metalworker • Industrial machinery mechanics • Lineworker • Line & Gas Technicians • Machinists • Millwright • Pipefitter • Pipeline Installer • Pipelayer • Welder • Design and Pre-construction: • Engineer - Civil , Chemical, Electrical, Nuclear, Mechanical, Power Systems, Energy Transmission, Procurement, Environmental, Industrial • Electrical & Electronics Engineering Technician • Mechanical Technician • Machinists • Engineering and Technology: • Electrical Engineer • Power Systems Engineer • Mechanical Engineer • Nuclear Engineer • Chemical Engineer • Civil engineer • Energy Transmission Engineer • Procurement Engineer • Environmental Engineer • Industrial Engineer • Manufacturing Production Process Development: • Electrical & Electronics Technician • Engineering & related Technician • Power Plant Operator • Nuclear Reactor Operator • Non-Licensed Operator • Gas Processing and Distribution Plant Operator • Power Distributor & Dispatcher • Gas Controller & Dispatcher • Auxiliary. Equip. Operator Pathways • Maintenance Operations: • Boilermaker • Carpenter • Control & Valve Installer • Corrosion Technician • Electrician • Heavy Equipment Operator • Industrial Machinery Mechanic • Insulation Worker • Iron / Metalworker • Lineworker • Line & Gas Technicians • Millwright • Pipefitter / Pipelayer • Pipeline Installer • Substation Mechanic • Utility Metering & Regulation Technician • Relay Technician • Welder • Maintenance, Installation & Repair • Boilermaker • Control & Valve Installers • Corrosion Technician • Pipefitter / Pipelayer • Pipeline Installer • Instrument & Control Tech • Electrical & Instrumentation Tech • Elec.. & Electronics Repairer • Elec. Equipment Installer / Repairer • Industrial Machinery Mechanic • Maintenance Repairer / Tech • Mechanical Tech • Millwright • Welder • Science and Math: • Nuclear Chemist • Nuclear Technician • Materials Scientist • Radio Chemist • Health Physicist • Chemistry Technician • Logistics & Inventory Control • Heavy Materials Technician • Quality Assurance • Quality Control Tech • Quality Assurance Tech

12. Energy Generation, Transmission and Distribution Competency Model • How did we get started? • Collaboration with the US DOL’s Employment and Training Administration • Promote development of High-Growth In-Demand industry models • Convene industry representatives • Act in the role of Information Broker • Validation by industry experts • Held focus groups of technical trainers and line managers/supervisors • Reviewed by CEWD Education Council and their experts

13. CEWD Education Council

14. Pam Frugoli, O*NET/Competency Assessment Team Lead USDOL Employment & Training Administration

15. Energy Generation, Transmission and Distribution Industry Competency Initiative Tools for Talent Development

16. Competency Model Objectives • To develop a dynamic, industry-driven framework for the foundational competencies that are necessary for entry level workers across all industry sectors. • To develop a model framework which allows for • consistency across the industry. • easy customization within sectors. • and uncomplicated updating to accommodate changing technology and business practices. • To reduce duplication of efforts. • To equip American workers with the higher-level skills demanded by today’s globally-competitive regional economies.

17. Competency Models as a Resource • Comprehend the full range of skills needed across an industry. • Serve as a basis for developing new training materials for the industry. • Categorize the wide range of existing materials that are currently being used. • Evaluate the myriad training programs that address industry skill needs.

18. How Can Competency Models Be Used? • Develop sector-specific competencies that flow from foundational competencies. • Develop competency-based curriculum and training models. • Develop industry-defined performance indicators and measurement criteria for each competency area in the context of a common framework. • Develop position descriptions and hiring criteria for industry. • Develop assessment and testing instruments. • Provide guidance for government investments in workforce preparation strategies in the retail industry.

19. Who Benefits? • Businessneeds to know they are hiring workers who can succeed in the 21st century economy. • Prospective workers need to know what skills they must have to take the first steps toward a successful career in a high-growth industry. • Educators and training providers need to know what competencies to train to, and that they are directly relevant to industry requirements. • Government and workforce professionals need to know that the training programs they are supporting and referring customers to are producing workers who will find employment.

20. What is the Coverage or Application of the Industry Sector Models? • The framework is cross-cutting in that it applies across specific segments like Utilities within a broader industry, such as Energy. • The framework recognizes that there are certain competencies common to all sectors, including technical, workplace, academic, and personal effectiveness competencies. • The framework also recognizes that many organizations already have well-defined competency models for specific sectors or occupations, which are fully consistent with the framework.

21. How Does the Model Relate to Existing Resources? • The framework does not compete with existing standards or provide new standards • The framework is a tool to compare standards and curricula to evaluate their strengths and gaps in addressing requirements for entry-level workers.

22. What is a Competency? A competency is a specific, identifiable, definable, and measurable skill or characteristic that is essential for the performance of an activity within a specific business or industry context. Examples • Safety Awareness • Critical and Analytical Thinking • Problem Solving/Decision Making • Communication • Teamwork

23. What is a Competency Model? A competency model is a clear description of what a person needs to know and be able to do – the knowledge, skills, and abilities - to perform well in a specific job, occupation, or industry.

24. Personal Effectiveness Competencies • Academic Competencies • Industry-Wide Technical Competencies • Industry-Sector Technical Competencies

25. 6. Occupation-Specific Knowledge Areas 7. Occupation-Specific Technical Competencies 8. Occupation-Specific Requirements 9. Management Competencies Tiers

26. Tier 5 – Industry Specific Technical Non-Nuclear Generation (Coal, Natural Gas, Oil Hydro, Solar, Wind, BioFuel,GeoThermal) Electric Transmission & Distribution Gas Transmission & Distribution Nuclear Generation Tier 4 – Industry-wide Technical Quality Control & Continuous Improvement Industry Principles & Concepts Environmental Laws & Regulations Safety Awareness Troubleshooting Tier 3 – Workplace Requirements Planning, Organizing Scheduling Business Fundamentals Working with Tools & Technology Team work Problem Solving Decision Making Following Directions Tier 2 – Academic Requirements Critical & Analytical Thinking Engineering & Technology Speaking Mathematics Reading Writing Listening Tier 1 – Personal Effectiveness Ability To Learn Interpersonal Skills Integrity Motivation Dependability & Reliability Professionalism Self- Development Flexibility & Adaptability Generation, Transmission and Distribution Competency Model

27. Tier 1: Personal Effectiveness Competencies Tier 1 – Personal Effectiveness Ability To Learn Interpersonal Skills Integrity Professionalism Motivation Dependability & Reliability Self- Development Flexibility & Adaptability • Interpersonal Skills • Display skills to work with people. • Integrity • Display accepted social and work behaviors. • Professionalism • Maintain a professional presence and adhere to ethical standards • Motivation • Demonstrate a willingness to work. • Dependability & Reliability • Display responsible behaviors at work. • Self Development • Demonstrate a commitment to self development and improvement • Flexibility & Adaptability • Adjust to changing work requirements • Ability to Learn • Incorporate classroom and on the job training into work performance

28. Tier 2: Academic Competencies Tier 2 – Academic Requirements Critical & Analytical Thinking Engineering & Technology Speaking Mathematics Reading Writing Listening • Mathematics • Use mathematics to: • Take measurement of time, temperature, distance, length, width • Solve algebraic equations • Determine slope, midpoint and distance • Read, track and calculate gauge measurement • Learn algebra to increase problem solving skills for troubleshooting problems • Learn geometry to use diagrams to install new equipment or wiring which requires measuring and understanding dimensions and space Locate, Read & Use Information Know how to find and identify essential information • Writing • Use standard business English to write: • messages to co-workers and customers. • reports to managers and associates.

29. Tier 2: Academic Competencies(Continued) • Communication, Listening & Speaking • Listen carefully in order to incorporate information into work activities • Communicate in spoken English well enough to be understood by supervisors, co-workers and customers to ensure a safe work environment for you and your co-workers • Engineering & Technology • Possess an appropriate mastery of knowledge, techniques, skills, modern tools and advanced technology • Critical & Analytical Thinking • Use logical thought processes to analyze information and draw conclusions

30. Tier 3: Workplace Competencies Tier 3 – Workplace Requirements Planning, Organizing Scheduling Business Fundamentals Working with Tools & Technology Team work Problem Solving Decision Making Following Directions • Business Fundamentals • Knowledge of business and management principles • Teamwork • Develop capacities used to work with other • Use a group approach to solve problems • Respond appropriately to feedback • Give fill attention to what others are saying • Following Directions • Receive, understand and carry out assignments with minimal supervision • Planning, Organizing & Scheduling • Demonstrate the ability to work within a schedule using prescribed procedures • Problem Solving & Decision Making • Apply problem solving and critical thinking skills to help grow the business and/or to resolve workplace conflict • Working with Tools & Technology • Have the capability to operate and troubleshoot electric and electronic equipment, mechanical and electrical products

31. Tier 4: Industry-Wide Technical Competencies Tier 4 – Industry-wide Technical Quality Control & Continuous Improvement Safety Awareness Industry Principles & Concepts Environmental Laws & Regulations Troubleshooting • Safety Awareness • Stops the job if there are unsafe working conditions • Follows established safety procedures • Understands potential threats created by deviation from safety procedures • Uses personal protection equipment • Industry Principles • Can explain the flow of energy from generation through distribution to the customer • Is aware of alternative & renewable energy technologies

32. Tier 4: Industry-Wide Technical Competencies (Continued) • Environmental Laws & Regulations • Follows energy standards produced by industry organizations • Complies with all relevant environmental laws issued by federal agencies including EPA • Quality Control & Continuous Improvement • Conducts tests and inspections to evaluate quality or performance • Incorporates new information into both current and future problem solving and decision making • Determines how a system should work and how changes in conditions, operations and the environment will affect outcomes • Troubleshooting • Determines causes of operating errors, decides what to do about them and knows when to notify more senior personnel

33. Competency Model Clearinghouse

34. Competency Model Clearinghouse • Visit the Web site to: • Access high-growth industry models. • Learn about competency models. • Discover new uses of competency models. • Find competency model resources. • Searchable database • Build or customize a competency model. Go to: www.careeronestop.org/CompetencyModel

35. Question & Answer Segment To ask a question of the presenters, click the down arrow on the Questions box. Type your question under “Enter a Question for the Staff” then press “Send.”

36. Thank you for your participation! • Please complete the program evaluation form to help us plan other Quick Solutions programs. • You should receive an email with the survey link.